The school has introduced the new National Primary curriculum and is committed to ensuring pupils learn key knowledge and concepts for all subjects in greater depth by carefully planned learning progression. This is delivered through a four year rolling programme in KS 2 and three years in KS1. Subject teaching is enhanced through planned cross curricular topics and visits.
Our curriculum threads SMSC (Spiritual, Moral, Social and Cultural) across all subject areas and school life and ensures pupils are aware of the history and values of Britain and prepares pupils for life in modern Britain.
We teach children how to keep safe; this includes assemblies and teaching through PSHE and sessions relating to specialist areas- for example related to internet safety.
To find out more please visit the National Primary Curriculum website.
The children benefit from a creative approach to Literacy, inspired by their Curriculum Experience. Work is planned and taught with a writing outcome at the end based on a particular genre of text. Pupils progress through the skills necessary for forming each text type and also develop vocabulary linked to their experience. During Guided Reading sessions, pupils read and respond to texts linked to their Curriculum Experience. They work in groups, accessing interesting and engaging texts that are appropriate to their ability. It is the aim of every teacher to ensure that their class enjoy reading, writing and responding to texts, whilst raising standards for every pupil.
Phonics is taught in our school by following the ‘Letters and Sounds’ programme. This is reinforced by using ‘Jolly Phonics’, which uses actions to help the children to learn and remember the different phonemes. We also use ‘Phonics Play’ materials in our assessments.
In teaching Maths, our main aim is to encourage each child to have confidence and a positive attitude towards Mathematics by making it an enjoyable and creative subject. We provide pleasurable, differentiated lessons and, where possible, link these to real life situations within our learning experiences. We provide a wide range of ‘hands on’ practical, concrete experiences where children are actively involved in becoming real life mathematicians. Children are encouraged to question, investigate, solve and share their findings with their peers and adults in a variety of ways using appropriate Mathematical vocabulary.
Early Years Foundation Stage (Reception)
The Early Years Foundation Stage makes a crucial contribution to children’s early development and learning. Early Years learning challenges children and encourages them to develop into independent, motivated learners and thinkers, full of curiosity about the world around them within a fun, happy and secure environment.
We provide children with a rich variety of teaching and learning experiences that are appropriate to their needs. The Early Years Foundation Stage is about developing key learning skills, such as listening, speaking, concentrating, persistence and learning to work and co-operate with others.
Our Early Years Foundation Stage curriculum is based on three prime and four specific areas of learning, and the three learning characteristics, set out below:
The prime areas of learning:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
The specific areas of learning:
- Understanding the World
- Expressive arts and design
The learning characteristics:
- Playing and exploring
- Active learning
- Creating and thinking critically
These skills and competencies will enable them to cope with the demands of later schooling and life generally.
Children are encouraged to explore, enquire and to take risks in an interactive hand-on environment. This includes the use of interactive whiteboards and computers, as well as dedicated high quality outdoor learning areas. The outdoor environment is also a special part of the Foundation Stage curriculum. As such it is carefully planned for and available each day.
Special Educational Needs are identified and met with Individual Education Plans which are followed when appropriate. All work is planned using differentiation to meet the needs of all children, who are set challenging half-termly learning targets. Teachers plan cross-curricular topics to enable the children to make links in their learning and to provide a stimulating and interesting basis that motivates the children to learn and have fun. These cross-curricular themes are planned across each school and the children take part in the planning of their learning which encourages their enjoyment of it.